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Offers a unique approach to the serious problem of environmental destruction. Watras contends that the problems of environmental destruction derive from misunderstandings in the popular views of democracy. Accordingly, the way to environmental protection lies in correcting those misconceptions by examining the outlooks of three philosophers of education: William Torrey Harris, John Dewey, and Gregory Bateson. Although their ideas are not new, advancing these democratic ideas may be of service to furthering the cause of environmental protection

Singapore students boast stellar performance at international benchmarking studies such as PISA and TIMSS. One of the major contributors to the consistently good performance in mathematics and science is the quality of our science teacher education in Singapore. Through a consistent, systematic and continuous system, there is a seamless transition of pre-service teacher education to continuing professional development of science teachers in Singapore. This pathway of science teacher education is important as it enables science teachers to be kept abreast of changing educational innovations. Quality of science teachers is ensured from the first step of recruitment. Prospective teachers undergo a stringent selection process before they are admitted to the National Institute of Education for their pre-service education. Factors such as strong governmental support, resource availability, high quality professional development opportunities that are responsive to changes in educational landscape, and presence of a structure to allow planning and tracking of professional development trajectory ensures quality professional development. As such, science teacher education in Singapore is a compact model that is responsive yet stable, flexible yet structured, bespoke yet inclusive, varied yet focused, and specialized yet accessible. This paper will discuss science teacher education and professional development in the light of the larger Singaporean education landscape. It will also present challenges and way ahead for science teacher education and professional development in Singapore.

The study investigated the incidence of drug abuse among student-teachers in two Nigerian colleges of education. The study's population comprised all NCE II and III Social Studies and Early Childhood Education student-teachers in two colleges located in Oyo State, Nigeria. Data was analysed using frequency counts, percentage, mean and standard deviation. Of the 400 student-teachers, 213(53.3%) were male while 187(46.8%) were female. Only 148(37%) were from Early Childhood Education while 252(63%) were from Social Studies. The student-teachers may exert negative influence on young children when they eventually take up appointment as teachers in pre-primary and primary schools. Departments of Social Studies and Early Childhood Education together with the colleges counseling centers should organize regular counseling activities and services to educate the pre-service teachers about the danger and implications that could result from their involvement in abuse of drugs.

"It is widely documented that U.S. students score below their OECD counterparts on international achievement tests, but it is less commonly known that ultimately, U.S. native adults catch up. In this paper, we explore institutional explanations for differences in the evolution of literacy over young adulthood across wealthy OECD countries. We use an international cross-section of micro data from the International Adult Literacy Survey (IALS); these data show that cross-country differences in the age profile of literacy skills are not due to differences in individual family background, and that relatively high rates of university graduation appears to explain a good part of the U.S. "catch up." The cross-sectional design of the IALS prevents us from controlling for cohort effects, but we use a variety of other data sources to show that cohort effects are likely small in comparison to the differences by age revealed in the IALS. We go on to discuss how particular institutional features of secondary and postsecondary education correlate, at the country level, with higher rates of university completion"--National Bureau of Economic Research web site

Purpose
The purpose of this study is to know the contribution of service-learning (SL) on the awareness-raising and sensitivity with regards to sustainable development goals (SDGs) in physical education teacher education (PETE) programs.


Design/methodology/approach
The research used a qualitative methodology with a case study design from an ethnographic-interpretative approach. The participants were 81 higher education level students from the PETE program. For the collection of information, the following techniques and instruments were used: non-participant observation, students' portfolios, focus groups and group-interviews.


Findings
The main findings show the teaching positive features of SL experiences in the PETE students. In alignment with the sustainable development model, the findings suggest that SL can boost and strengthen knowledge, comprehension, sensitivity and compromise in relation to the SDGs. It can be concluded that SL allows teacher educators to train socially critical professionals and to progress toward a sustainable development.


Originality/value
SL emerges as an appropriate pedagogical model to meet the educational needs of higher education and to face global challenges in relation to the sustainable development of the planet.

This article offers a brief reflection on the emergence of the study of gender and politics over the past 30 years and its influence on European political science. It goes on to discuss the early results of a recently completed comparative project, the RNGS project (Research Network on Gender and the State) on the influence of women's movements on public policy decisions. The RNGS project reflects both developments in the sub-field of gender and politics and the influences of changes in approaches to the study of politics of the last 30 years or so. Adapted from the source document.

Affirmative action in higher education is a necessary component for ethnic minorities to be afforded postsecondary educational access and opportunities to improve their socioeconomic status. The ban of affirmative action in undergraduate admissions, wherever instituted, has decreased the undergraduate enrollment of ethnic minorities. The broad objective of this research is to demonstrate how the elimination of affirmative action has lessened postsecondary educational access for minorities, who presently account for the majority or near-majority population in several states and will soon account for a much larger segment of the national population. This study will use two series of multiple regression models with scale-level variables to note the effect of the removal of affirmative action and the effectiveness of the Talented Twenty Program in maintaining student diversity at the University of Florida and the Florida State University. The major finding of this research is that the minority enrollment at UF and FSU was significantly related to the change in policy from affirmative action to the Talented Twenty Program. This study and the prior literature strongly suggest that the current diversity levels at these public universities are most likely a result of the university recruitment and outreach programs and population change. ; 2012-05-01 ; M.A. ; Sciences, Political Science ; Masters ; This record was generated from author submitted information.

As social science fiction, this paper imagines three possible futures for education and technology. Among the most important technologies emerging today are data-aggregating technologies such as AI, affective computing, adaptive or predictive software, clouds and platforms. The paper is not, however, directed at specific technologies, but at indeterminate sociotechnical configurations. Set in 2040, it offers three 'histories' of the 2020s. Might students become (i) 'smooth users', improving themselves in the pursuit of frictionless efficiency within a post-democratic frame created by large corporations, (ii) 'digital nomads', seeking freedom, individualism and aesthetic joy as solopreneurs exploiting state regulations and algorithmic rules while stepping out of the state and deeply into the capitalist new economy, or (iii) participatory, democratic, ecological humans embedded in 'collective agency' that see institutions as spaces for exploring more equitable ways of living? The paper reflects on the future research and the political, educational and technological decisions which would make each of these three fictional future histories more or less likely. ; peerReviewed

Food science and technology education has been running since four decades in Nepal. There is a very slow improvement in the profession. The job opportunities have always been threatened by insiders and outsiders. Academic institutions, government agencies, and food industries themselves are responsible for the quality of food science professionals. Novel and practical methods of teaching should be followed. The government and private organizations should facilitate the recruitment of food technologists. Constant prodding needs to be done for the establishment of a Council with more authority that could monitor all bodies associated with food science professionals.

The multicultural characteristics of students belonging to ethnic minorities in China pose challenges for teachers. Teacher competence in dealing with culturally diverse students has been extensively discussed in international scholarship and referenced by Chinese researchers, but there is limited empirical research on how teacher education programmes in China respond to this challenge and theoretical discussions. Based on content analysis on teacher education programmes and syllabuses, as well as expert interviews with four teacher educators at two teacher education institutions, this study investigates how the cultivation of multicultural competence is incorporated into teacher education programmes, and the external forces that shape it. Drawing on international scholarship on teachers' multicultural competence and Cochran-Smith's framework on external forces influencing multicultural teacher education practices, I argue that the cultivation of teachers' multicultural competence for their future work in ethnic minority education is, to a great extent, missing from teacher education programmes. Furthermore, what pre-service teachers' competence covers, and the external forces that influence how teacher education plays out in practice, are influenced and somewhat determined by the large social, economic and political context as well as the agenda for educational reform in China.

Adolescence is a time of rapid growth and development physically, emotionally, and cognitively. For girls it is a stage of life during which education, when effectively provided, can be transformative. One of the most significant problems in most developing countries is the failure of education systems to realize their potential for empowering adolescent girls by providing economically productive skills. Education during adolescence can protect girls from the risks of premature sexual initiation and allow them to postpone marriage and childbearing and experience a childhood without the burden of excessive domestic work. Schools have the potential to fully empower girls to translate learning and skill acquisition into remunerative employment, better health, effective citizenship, and gender equity in society later in life. This guide is one of a set of five GIRLS FIRST! Perspectives on Girl-Centered Programming thematic reviews addressing the five strategic priorities defined in the UN Joint Statement, "Accelerating Efforts to Advance the Rights of Adolescent Girls," which supports governments and partners in advancing key policies and programs for the hardest-to-reach adolescent girls.

Based on the dynamic nature of the Ghanaian society, teacher training has become a major concern for all. Successive governments have formulated policies to improve quality education at this level. One of such policies is the Education Act of 2008 that made provision for a Diploma in Basic Education (DBE) curriculum in the Colleges of Education (CoE). The study aimed to examine how this curriculum was transacted with emphasis on methods and approaches adopted by the tutors. So, a descriptive survey design was adopted for the study and drawn needed data from the College author principals, tutors, student-teachers and Regional Directors of Education by using tools such as questionnaires, and group discussion. The collected data from the experts were analyzed by using Mean and SD while data from the student-teachers were presented qualitatively. It was found that tutors use a variety of teaching methods to teach the various categories of courses viz., Educational and Professional Studies, Core courses and Elective courses. But a few of such teaching methods like Lecture and Brainstorming were inappropriate for teaching courses such as Physical Education, ICT and Mathematics. It was also found that teacher trainees were exposed to first-hand teaching experience through practice teaching in two phases. Thus on-campus practice teacher and out-campus practice teaching.

"State Formation and Conflict in Africa" published on by Oxford University Press.